There is agreement among researchers that phonological awareness deficits are one of the main causes of dyslexia. Some researchers support the view that phonological awareness can be improved by teaching reading through a topdown approach (whole word) or a bottom-up approach (grapheme-phoneme); others claim that the combination of these two complementary approaches is more successful. The goal of this research combined reading intervention programme was to enhance the six 'dyslexic students' phonological awareness and to improve their reading in English in the inclusive English as a foreign language classroom. The research studied the effects the reading intervention programme, which systematically combines the two complementary approaches for the same duration of time in each session, had on the six Israeli research 'dyslexic students'. The present study is an inductive action research applying a case study design using qualitative research tools. Data from in-depth pre- and post-intervention interviews is triangulated with the participants' diaries, the practitioner's journal and the documentation of the pre- and post-intervention participants' assessments. Thematic data analysis indicated an improvement in the participants' phonological awareness, reading in English and functioning in the inclusive EFL classroom as a result of the combined reading intervention programme. The contribution to knowledge points to the fact that while a four-month cognitive intervention programme with 'dyslexic students' in Israel, studying English as a foreign language may improve students' cognitive functioning in English, it is insufficient in enabling students to allay their fears regarding the expectations of Israeli society, and their ability to succeed in life. Propositions suggest conducting a further action research study which examines the implementation of an additional emotional intervention to the cognitive one. The development of the emotional intervention will enable evaluation of the effects of a combined programme on 'dyslexic students' in Israel.

Sports interventions programmes for children have gained popularity in recent years as a response to a number of welfare issues, including rising levels of obesity, declining fitness, academic attainment and delinquent behaviour. Faith in sport to address these different issues indicates that it is seen as an expedient ‘cure all’ solution. However, despite calls for evidence, few studies have addressed the impact of a programme on children’s health, fitness and well-being. This study investigates the impact of a sport intervention programme called “Move It” on (n = 785) participants (11-14 years of age) attending 3 secondary schools in inner city London between 2004 and 2007. Various measures were undertaken to monitor health, fitness, and self-evaluated self-esteem, academic attainment and behaviour. In addition, Case Study was used to understand more about a programme’s implementation at a particular school and to uncover any features that were not apparent in the earlier analysis. Results indicated that, over three years, there was no conclusive evidence of positive outcomes to health, fitness, and self-evaluated self-esteem, academic attainment and behaviour. Moreover the level of engagement of a school was not found to have an impact on quantitative outcomes. However, Case Study evidence indicated that a programme can be managed toward outcomes specifically targeted by the school, such as creating personal development avenues, opportunities for pupils, and improving social cohesion. Findings are discussed with respect to theoretical and policy developments and recommendations for future research are offered.

Paper 1: An exploratory study of the systems of support to help young males with Social, Emotional and Behavioural Difficulties to remain in post 16 Education Abstract This paper is positioned within a co-operative inquiry interpretative paradigm. This paper is one of two. This study focused on YP with Social, Emotional and Behavioural Difficulties (SEBD) and their views and experiences of the system of support to help them remain in EET. An adapted co-operative inquiry (CI) methodology was employed which emphasised participation This research aimed to address this gap by giving voice to the YP and their views of the education system. Additionally, the views of the YP were sought to deepen our understanding of YP’s needs and level of support they require to remain in EET. The research took place in a unitary authority in the South West of England. The participants in paper one were five male students who had left specialist provision for YP with SEBD following completion of year 11. Ages ranged from 16.5-17 years. Their views were elicited through individual semi-structured interviews which were analysed using a thematic analysis approach (Braun and Clarke 2006). The key finding from paper one was the value YP placed on relationships they formed with practitioners who supported them. For many of the YP Grovehill School (SEBD) was their first positive experience of the education system. The YP making the transition into mainstream EET expressed the view that there was no support in place once they left Grovehill. Additionally, the lack of practitioners in post-16 that knew and understood their needs, coupled with feelings of a lack of belonging and acceptance in their new environment, were identified as particularly challenging. Three out of the five participants became NEET before the end of their second year of post-16 EET. The YP identified the presence of Erica, a learning mentor as the most important source of support. However when the YP were unable to access Erica it was evident that the lack of a wider system of pastoral support presented as a significant challenge for this vulnerable group. Findings from papers one and two were assimilated and the implications for improving future policy and practice were considered in the final section of paper two. Consideration was also given to the role Educational Psychologists (EPs) and how EPs could inform future ways of partnership working to secure positive outcomes for YP with SEBD. Paper Two: An exploration of practitioner’s view of the current system of support for YP with SEBD making the transition into post-16 mainstream education, employment and/or training Abstract The aim of this paper was to explore practitioner’s views and experiences of the system of support in place to meet the need of YP with SEBD making the transition from specialist to mainstream post-16 EET. This small scale study was conducted in a unitary authority in the South West of England. A total of eleven participants took part in the semi structured interviews (six males and five females). The participants were selected to represent the range of provisions offered to YP with SEBD in post-16 EET. Semi-structured interviews were used to elicit their views. A thematic analysis approach to analysis was adopted. Findings were that practitioners identified the importance of cultivating caring relationships, however, a distinction emerged in the FE setting were the focus was on behaving like an adult and conforming to an existing system. Disparities also emerged between settings value and beliefs systems, which appeared to shape the teaching practice and interaction with YP. The lack of support practitioners receive from outside agencies to understand and support YP with SEBD emerged as important factor. Additionally, issues such as the impact of the change of environment from specialist to mainstream EET and school culture emerged as salient features. The dilemma of inclusion versus attainment was found to be a significant challenge for practitioners when trying to meet the needs of the YP. Findings which related specifically to transition identified; across settings there was a lack of a formal transition plan and limited access to resources and funding in post-16 settings. Within FE settings the lack of accessible pastoral support was identified as a key area for development. Finally, all participants identified the need for a clear strategic vision to inform future practice. Systems theory provided a useful conceptual framework to understand the complexity of the interlinked factors which impact on YP access, or lack of access to support to help them remain in EET. Shared themes were identified across the phases of the study which identified that it is not one single factor, but rather a combination of interlinked factors which contribute to YP becoming NEET. The information gathered showed participants across the settings recognised the need for greater partnership working and help for practitioners to help them understand and support YP with SEBD. The study also illuminated the need for better communication between practitioners and the wider system of support. Additionally, the study identified a clear role for EPs in supporting YP and practitioners and implications for EP role are discussed. The study has provided a timely insight into the current system of support for YP with SEBD in light of the move for YP to remain in EET up until the age of 18.

Nous présentons dans cette thèse des théorèmes de point fixe pour des contractions multivoques définies sur des espaces métriques, et, sur des espaces de jauges munis d’un graphe. Nous illustrons également les applications de ces résultats à des inclusions intégrales et à la théorie des fractales. Cette thèse est composée de quatre articles qui sont présentés dans quatre chapitres. Dans le chapitre 1, nous établissons des résultats de point fixe pour des fonctions multivoques, appelées G-contractions faibles. Celles-ci envoient des points connexes dans des points connexes et contractent la longueur des chemins. Les ensembles de points fixes sont étudiés. La propriété d’invariance homotopique d’existence d’un point fixe est également établie pour une famille de Gcontractions multivoques faibles. Dans le chapitre 2, nous établissons l’existence de solutions pour des systèmes d’inclusions intégrales de Hammerstein sous des conditions de type de monotonie mixte. L’existence de solutions pour des systèmes d’inclusions différentielles avec conditions initiales ou conditions aux limites périodiques est également obtenue. Nos résultats s’appuient sur nos théorèmes de point fixe pour des G-contractions multivoques faibles établis au chapitre 1. Dans le chapitre 3, nous appliquons ces mêmes résultats de point fixe aux systèmes de fonctions itérées assujettis à un graphe orienté. Plus précisément, nous construisons un espace métrique muni d’un graphe G et une G-contraction appropriés. En utilisant les points fixes de cette G-contraction, nous obtenons plus d’information sur les attracteurs de ces systèmes de fonctions itérées. Dans le chapitre 4, nous considérons des contractions multivoques définies sur un espace de jauges muni d’un graphe. Nous prouvons un résultat de point fixe pour des fonctions multivoques qui envoient des points connexes dans des points connexes et qui satisfont une condition de contraction généralisée. Ensuite, nous étudions des systèmes infinis de fonctions itérées assujettis à un graphe orienté (H-IIFS). Nous donnons des conditions assurant l’existence d’un attracteur unique à un H-IIFS. Enfin, nous appliquons notre résultat de point fixe pour des contractions multivoques définies sur un espace de jauges muni d’un graphe pour obtenir plus d’information sur l’attracteur d’un H-IIFS. Plus précisément, nous construisons un espace de jauges muni d’un graphe G et une G-contraction appropriés tels que ses points fixes sont des sous-attracteurs du H-IIFS. / In this thesis, we present fixed point theorems for multivalued contractions defined on metric spaces, and, on gauge spaces endowed with directed graphs. We also illustrate the applications of these results to integral inclusions and to the theory of fractals. chapters. In Chapter 1, we establish fixed point results for the maps, called multivalued weak G-contractions, which send connected points to connected points and contract the length of paths. The fixed point sets are studied. The homotopical invariance property of having a fixed point is also established for a family of weak G-contractions. In Chapter 2, we establish the existence of solutions of systems of Hammerstein integral inclusions under mixed monotonicity type conditions. Existence of solutions to systems of differential inclusions with initial value condition or periodic boundary value condition are also obtained. Our results rely on our fixed point theorems for multivalued weak G-contractions established in Chapter 1. In Chapter 3, those fixed point results for multivalued G-contractions are applied to graph-directed iterated function systems. More precisely, we construct a suitable metric space endowed with a graph G and an appropriate G-contraction. Using the fixed points of this G-contraction, we obtain more information on the attractors of graph-directed iterated function systems. In Chapter 4, we consider multivalued maps defined on a complete gauge space endowed with a directed graph. We establish a fixed point result for maps which send connected points into connected points and satisfy a generalized contraction condition. Then, we study infinite graph-directed iterated function systems (H-IIFS). We give conditions insuring the existence of a unique attractor to an H-IIFS. Finally, we apply our fixed point result for multivalued contractions on gauge spaces endowed with a graph to obtain more information on the attractor of an H-IIFS. More precisely, we construct a suitable gauge space endowed with a graph G and a suitable multivalued G-contraction such that its fixed points are sub-attractors of the H-IIFS.

Master of Science / Department of Chemistry / Mark D. Hollingsworth / Most urea inclusion compounds (UICs) are known to share a common packing arrangement in which the urea host forms helical ribbons held together by hydrogen bonds to form a series of linear, hexagonal tunnels. Because UICs can encapsulate a wide variety of linear guest molecules, they serve as useful model systems for probing mechanisms of crystal growth and molecular recognition. In this thesis, the syntheses (or attempts thereof) of six compounds that will serve as consequential guest molecules in studies of UICs are presented. These compounds are (5S,6S)-2,9-decanedione-d2, 1,6-dicyanohexane-1,1,6,6-d4, 1,11-undecanedioic acid, bis(3-oxobutyl) adipate, 2,16-heptadecanedione, and 2-eicosanone. With the exception of (5S,6S)-2,9-decanedione-d2, whose synthesis remains incomplete, detailed synthesis and crystal growth of the UICs of these compounds are discussed. Ongoing studies with the UICs containing these guests include the determination of the absolute configuration of UICs, the study of guest conformer population changes via solid-state NMR, the development and identification of novel ferroelastic UICs, and the classification of guest ordering in a series of alkanedione UICs.

The overall aim of this doctoral thesis is to increase knowledge and understanding of special needs education in rural schools. More specifically, the purpose of this thesis is to examine and analyse the enabling and constraining conditions in special needs education for the mission of class teachers', principals' and special educators'. To fulfil this purpose, the following research question is posed: What are the enabling and constraining conditions for special needs education and its organisation, and what meanings are given to special needs education in rural schools? In order to meet this aim four studies were conducted in a total of 58, mainly Swedish rural schools. The schools were spread out geographically and represented both public and independent rural schools. The empirical data consists of interviews, observations and questionnaires. The method of analysis was mainly qualitative content analysis. Descriptive statistics were also used. The first study (Article 1) examines class teachers' conditions for supporting pupils with special educational needs in seven rural schools in Sweden, Norway and Finland. The main results of the interview study are summarized into four themes; relationship, collaboration, distance and concern. The second study (Article II) investigates how principals in rural Swedish schools organize special needs education. A web questionnaire was answered by 45 principals. The results show that the principals balance between an individual approach to special needs and a flexible way of organizing special needs education. The third study (Article III) examines how special educators' expertise in educational consultation is utilized in order to support professional development of class teachers who work in rural schools with diverse pupil groups. Three authentic consultation sessions were observed and analysed. The results show that consultation as a support strategy enables the class teachers to support pupils with special educational needs and strengthens professional collaboration between special educators and class teachers. The fourth study (Article IV) investigates what meanings educators working as principals in independent rural schools attach to special needs education. The data collection instrument was a questionnaire with open-ended questions. According to the principals' special needs education is an activity aimed at supporting all pupils' learning and development. The results also show that the independent schools have strong ties to the surrounding community. The thematic analysis of the four studies displays two main concepts; inner force and outer pressure. These concepts illustrate the enabling as well as the constraining conditions for special needs education in rural schools. The inner force stems from relationships, familiar atmosphere, the possibilities to meet all pupils' needs, collaboration and flexible ways of organizing the educational activities, while the outer pressure stems from threats of school closure, lack of resources and unappreciative municipal authorities. Despite the constraining conditions, which make the rural school vulnerable, the enabling conditions seem to dominate, making the rural school an inclusive learning environment able to meet all pupils' diverse learning needs.

Philosophiae Doctor - PhD / The policy for Inclusive Education in South Africa, the White Paper 6, states that all children can learn with support. Research suggests that there is a lack of access to education and resources for children with ASD living in low socio-economic communities. Education support services are under-resourced and unable to deal with the enormous number of learners with special needs. Globally, there is an appalling lack of dedicated school and learning facilities for children affected by autism. In special needs schools, children with autism are placed in classes with children with other disabilities. This is often as a result of either little understanding of their learning needs or resource constraints such as no schools close by to accommodate autistic learners.

La siguiente investigación pretende analizar la relevancia del dinero electrónico y cómo este afecta a los niveles de inclusión financiera en el Perú y en Colombia para un periodo de tiempo del 2013 al 2017. En el caso peruano, se comprobó una relación positiva de ambas variables, esto fue comprobado por medio de una regresión de Mínimos Cuadrados Ordinarios. Para el caso colombiano, se pudo observar una relación también positiva, pero mucho más fuerte entre estas variables. En este caso, se utilizó el modelo de Mínimos Cuadrados Generalizados con la Matriz Newey-West. / The following research aims to analyze the relevance of electronic money and how it affects financial inclusion in Peru and Colombia, between the period from 2013 to 2017. In the case of Peru, a positive relationship of both variables was verified, by means of a regression of Ordinary Minimum Squares. In the case of Colombia, a positive relationship was also observed, but much stronger among these variables. In this case, the Generalized Minimum Square model with the Newey-West Matrix was used. / Trabajo de investigación

Student Number : 9604227E - MEd research report - School of Human and Community Development - Faculty of Humanities / This study investigates the needs of Foundation Phase teachers within an inclusive education system. The policy of inclusion in education is currently being promoted in many countries and has over the last decade been part of the new educational movement in South Africa. The rationale for this study lies in the pivotal role of teachers in facilitating the success of an inclusive system. The study utilises a sample of eighteen female teachers in the Foundation Phase of six different township-based mainstream primary schools in Gauteng. The schools share similar socio-economic backgrounds, and are all dual medium of instruction (English and Afrikaans), co-ed schools. The participants range in age from 26-59 years old, having a tertiary qualification in education and a range of teaching experience from 1 year to over 10 years. The teachers were asked to participate in a guided interview that was designed to examine 1) their perceptions of what they need in order to be effective within their classrooms, 2) their perceptions of their competency in managing diversity within their classrooms, and 3) their perceptions of support services with regard to in-service training programmes, district-based support teams, school-based support teams, and within school resources. The findings revealed that the major needs of teachers within an inclusive setting relate to: smaller class size, less administrative paperwork, specialised support from professional experts within the field of education (e.g. psychologists, remedial teachers), greater support from support teams, and training programmes aimed at directly addressing their difficulty in adequately meeting the individual needs of learners. Further, the teachers feel that they do not possess the necessary skills that are needed to cope with meeting the demands of learner diversity within their classrooms. The results of this study provide reasons for concern regarding teachers who are viewed as the key role-players for the successful implementation of inclusive education. The research findings suggest that unless the needs of teachers are acknowledged and addressed through effective interventions, the implementation of inclusive education could encounter serious obstacles. The limitations of the present study are discussed and directions for future research are made.

Thesis advisor: S. Anukriti / Since the launch of M-PESA in 2007, mobile money has created the potential to increase financial inclusion by providing a safe and convenient place to store wealth. This paper analyzes the impact of mobile money on savings practices in Sub-Saharan Africa. Using 2015 survey data from Uganda, Kenya, and Tanzania, I find that mobile money account holders are 10.9 percent more likely to save than non-account holders, holding constant other characteristics. Mobile money has a positive and significant impact on saving for daily consumption, for protection against income shocks, and for business and education investments. In addition, I find that mobile money is a complement to formal savings (bank accounts) and a substitute for informal savings. By increasing saving, mobile money better enables individuals to rely on savings in the event of a negative income shock. These results are consistent with a policy agenda that promotes financial inclusion by increasing access to mobile technologies. / Thesis (BA) — Boston College, 2017. / Submitted to: Boston College. College of Arts and Sciences. / Discipline: Departmental Honors. / Discipline: Economics.